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DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1919, No. 62 



CLASS EXTENSION WORK 

IN THE 

UNIVERSITIES AND COLLEGES 
OF THE UNITED STATES 



By 

ARTHUR J. KLEIN, Ph. D. 

EXECUTIVE SECRETARY OF THE NATIONAL UNIVERSITY 
EXTENSION ASSOCIATION. INC. 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1920 



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DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1919, No, 62 

S 

CLASS EXTENSION WORK 

IN THE 

UNIVERSITIES AND COLLEGES 
OF THE UNITED STATES 



By 



ARTHUR J. KLEIN, Ph. D. 

EXECUTIVE SECRETARY OF THE NATIONAL UNIVERSITY 
EXTENSION ASSOCIATION. INC. 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 
1920 



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ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PROCURED FROM 

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9 



MAS* V 192J 



CONTENTS. 



Page. 

Preface 1 

Definition of extension teaching 5 

Ordinary classes o 

The short course 5 

Lecture courses 7 

Club study classes 

Number of class centers 12 

Number of extension classes conducted 13 

The subjects taught 14 

Conditions of admission to extension classes 1G 

Previous educational training of class extension students IS 

Age of students 18 

Sex distribution 19 

Fees for class extension work 10 

Use of fees 21 

Methods of preventing conflict in the class extension work of a State 22 

The State board of control 22 

The extension commission 24 

Institutional administration of class extension work 23 

Extension administrative centers 2G 

Local class extension associations 28 

District divisions without distinct administrative organization 30 

Field organizers 31 

Local organization of extension classes 32 

Administration of extension classes on the campus 33 

Qualifications of instructors 33 

Meetings 3S 

Length of class extension courses 40 

Books and equipment 41 

Examinations 42 

Credit for class extension work 43 

Credit toward higher degrees 44 

Transfer of credits 45 

Extension scholarships 4G 

Students served in extension classes „ 4G 

Conclusion - 47 

3 



PREFACE. 



The writer of this report is indebted for information and ma- 
terial to the collections of letters, documents, and publications made 
by the Division of Educational Extension of the United States 
Bureau of Education. Special acknowledgment is due the manu- 
script report on the organization of extension work prepared by 
Dr. J. J. Schlicher, formerly director of investigation in the Division 
of Educational Extension. This report has been quoted frequently 
and facts derived from it used throughout the report. 



CLASS EXTENSION WORK IN THE UNIVERSITIES AND COLLEGES 

OF THE UNITED STATES. 



DEFINITION OF EXTENSION TEACHING. 

The statutes of Columbia University (sec. 250) define extension 
teaching as "instruction given by university officers under the ad- 
ministrative supervision and control of the university, either away 
from the university buildings or at the university, for the benefit of 
students unable to attend the regular course of instruction.*' For 
the purposes of this bulletin we may define extension classes as classes 
organized to meet the needs of persons who are not resident students 
of an educational institution. 

Four kinds of extension classes may be distinguished — ordinary 
classes, short-course classes, lecture classes, and group or club study 
classes. This grouping is somewhat artificial, and is intended pri- 
marily for convenience in presentation, but it is also based upon 
differences of character which are real. Each of these kinds of ex- 
tension classes will be discussed in the order given. 

ORDINARY CLASSES. 

There is little need for an extended description of the ordinary 
class. Methods of instruction do not differ materially from the 
methods used in resident work. The instructor meets the class at 
set periods, assigns lessons and readings, lectures, leads discussion, 
quizzes the class, requires reports, and gives examinations on the 
work in quite the regular manner. The facts that the classes may be 
held at times when residence work is not ordinarily given, in places 
away from the campus, on subjects and of an academic grade not in 
the institution's regular curriculum affect the regular method of class 
instruction in only the slightest way. 

THE SHORT COURSE. 

The short course may be described as a lecture conference devoted 
to intensive study of a particular problem, usually intended for 

5 



6 CLASS EXTENSION WORK. 

specialized, professional, vocational, or business groups. Short 
courses are conducted by means of lectures and conferences led by 
special lecturers and instructors both from within and outside the 
university. They usually last from three days to a week and are 
serious attempts to provide the latest information and ideas upon a 
subject to men who are engaged in the occupation which the course 
treats. One of the most popular kinds of short courses is the busi- 
ness or merchants' short cour.se. The University of Minnesota annually 
holds at the university a merchants' short course lasting for one week. 
This preliminary course is followed by another lasting three weeks. 
The conferences and lectures in the briefer course are of the usual 
short-course type. The three weeks' course, however, groups the 
students into classes for regular study and instruction upon subjects 
in the field of business or merchandising. 

The Universities of Iowa and Colorado hold their short courses 
in various parts of the State. Approximately the same program is 
put on through a circuit and lasts from three to five days. Seven 
short business courses were held by the University of Colorado dur- 
ing the period of 1917-18, with a total enrollment of 1,471. This 
work has been so successful in Colorado that a bureau of business 
and commercial development has been established in the extension 
division to meet the demands along these lines. 

Short courses for physicians and for bakers have been held by the 
University of Wisconsin. In the short course for physicians from 
45 to 55 per cent of the physicians of the surrounding country 
attended the course. It was given in nine centers, and the total regis- 
tration was 247. 

The Massachusetts Extension Department has attempted to give 
what are known as winter-vacation courses. These are short courses 
offered to teachers during the winter school vacation. Because of 
exceptional local conditions they have not been very successful, 
but the plan suggests that there is here a field for development in 
other States. 

Since the short course is primarily intended for those who are 
already familiar with the general subject of the course and desire 
only intensive work upon some particular phase of their specialty, 
the short course can be given wherever the resources of the institu- 
tion can supply the necessary expert instruction and where a large 
enough number of persons with a specialized interest can be brought 
together. Practically every phase of modern life offers opportunities 
for this kind of work. The more intimate contact between active 
life and academic life which extension divisions give should lead to 
a great development of the extension short course. 

The normal school at North Adams, Mass., offers a most unusual 
opportunity which is neither short course nor ordinary class course, 



CLASS EXTENSION WORK. 7 

but seems to be most closely related to the short course. The school 
invites teachers and others who have serious desire to improve some 
special phase of their professional equipment to come to the insti- 
tution at any time, to stay as long as they desire, attending and doing 
the regular work of the classes dealing with the subject matter of 
their interest. This plan was devised at North Adams to supple- 
ment correspondence courses. It enabled students to come to the 
institution for instruction in the subject matter which presented diffi- 
culties when taken by correspondence. Such an offer could hardly be 
expected from many institutions at the present time. Professors 
would perhaps find it too disturbing to ordinary routine, and in 
many subjects a stay of two or three weeks might be of little benefit. 
Nevertheless, this experiment at North Adams deserves the careful 
consideration of other institutions which wish to offer definite service 
for and to make intimate contact with those who can not regularly 
attend school. 

LECTURE COURSES. 

One of the difficulties in presenting accurate figures about class- 
extension work is the complicating factor known as the lecture 
course. The lecture course may be the most serious and advanced 
form of teaching. It may be mere entertainment. It may range 
from a regular postgraduate university course to a cartoonist's chalk 
talk. The former should undoubtedly be included in a discussion of 
class-extension work. The latter certainly has no place in such a dis- 
cussion. Institutions in their reports fail, in many cases, to distin- 
guish between the gradations of lecture work. Little more can be 
done here than describe some of the types of lecture courses carried 
on by extension which are of a character sufficiently serious to justify 
their inclusion in a report on class extension : 

1. The most formal kind of lecture course is that in which lectures 
are given by one man at frequent intervals on a single subject, over a 
period of several weeks, requiring outside reading, reports, and 
examinations, and for which university credit may be granted. As 
in resident university courses, the lectures may or may not be sup- 
plemented by periods of discussion and questioning under the direc- 
tion of the lecturer or an assistant. 

2. Quite as serious and often as formal are the lecture courses in 
which the conditions and requirements are the same as those described 
above, except that lectures on the separate phases of the subject are 
given by different lecturers. 

3. An important type of the lecture course is the lecture series for 
which no university credit is given, but which is intended for special- 
ized groups interested in the subject. These courses may be as ear- 
nest in purpose and content as the courses described above. 



8 CLASS EXTENSION WORK. 

4. A series of lectures on a single subject, compressed within a 
few clays and delivered for the benefit of a specialized group, is very 
like the short course. The training of the group may be such that 
no outside reading, no discussion, and no examination are needed to 
insure the educational character of the series. 

5. On the border line between real work and entertainment is the 
lecture course on a single subject of general public interest and 
concern. 

A single lecture course may serve to entertain and to instruct, 
since some of those in attendance may merely listen and others may 
do reading, make reports, and take examinations. While formal in- 
struction is not the only educational method which is worth while, 
it is to be doubted whether lecture courses which do not make use of 
devices intended to supplement and test the information given in the 
lectures should ordinarily be rated as serious classes. Less formal 
instructional methods serve very useful purposes, but they should 
probably be classed as cultural exercises rather than class study. 

Columbia University has drawn a line between what is regarded 
as serious extension classes and these cultural exercises by the organi- 
zation of a separate Institute of Arts and Sciences, which provides 
late afternoon and evening programs consisting of general lectures 
and events of a cultural nature. The report of the director of ex- 
tension of Columbia thus describes the work of the institute : 

The program is planned for busy men and women. Its scope includes single 
lectures and short series of lectures, of not over six, on history, literature, art, 
music, geography, science, and on current economic and social problems ; it 
comprises also illustrated travel lectures, recitals, dramatic readings, and 
vocal and instrumental as well as chamber music and concerts. 

A member of the institute is entitled to free admission for himself and one 
other person to all the lectures and other events on the regular evening pro- 
grams, but in the afternoon only one person is admitted on the ticket. The 
ticket is transferable. Altogether the membership ticket includes free admis- 
sion to approximately 250 lectures, readings, concerts, recitals, etc., throughout 
the season. The program continues from October to April. 

The university auditoriums are used. Memberships are accepted at any time 
and are good for one calendar year from the first of the month nearest the time 
of enrollment. 

The character and purposes of those in attendance may determine 
whether lectures of the type given in an institute of this kind are 
educational or merely diverting. 

Massachusetts, for instance, has given a series of lectures on medi- 
cal matters of special interest to social workers who care for children. 
The course consisted of a lecture one afternoon each week for 14 
weeks. A similar course was held on neighborhood and community 
organization upon Tuesday evenings for leaders in social work. The 



CLASS EXTENSION WORK. 9 

latter course consisted of 15 lectures. These courses undoubtedly 
served a real educational purpose. 

Columbia University also has given through its institute a course 
for the metropolitan police of New York City. The class was of 
real educational value. It met twice a week, both in the morning 
and in the evening, and consisted of seven lectures on criminal law, 
five lectures on municipal government, and three on criminology. 
Over 150 patrolmen attended. Similar courses for policemen have 
been given at Berkeley, Calif., and at Cambridge, Mass., under the 
direction of local institutions. 

The class extension work of Reed College is of the lecture-course 
type, which permits of serious work through supplementary read- 
ings, reports, and examination, although those who elect not to do 
this extra work may be admitted to the courses. 

The figures of total attendance over a series of years show the pos- 
sibilities of growth and service which the extension lecture class 
offers. 

Attendance of the extension lectures of Reed College. 

1911-12 3, 360 

1912-13 6, 477 

1913-14 11, 288 

1914-15 13, 547 

1915-16 17, 158 

1916-17 48, 060 

1917-18 27. 412 

War activities and the consequent reduction in the work offered 
in 1917-18 accounts for the smaller attendance in that } T ear. 

The University of Michigan offers lecture club courses to com- 
mercial, civic, and art associations, women's clubs, church study 
classes, and groups of similar nature. Organizations which desire 
to study the problems presented in a prospectus issued by the uni- 
versity may be supplied with a series of lectures which will thus form 
the nucleus for the club work. This type of group work seems to 
form the connecting link between the lecture course and club study, 
and may partake of the excellent features and the deficiencies of both. 

CLUB STUDY CLASSES. 

There is as great variation in the seriousness of the work in club 
study classes as in lecture courses. An announcement of the Indiana 
University extension division describes what is commonly referred to 
as club study as follows : 

A course of reading and study is outlined by a member of the faculty. A 
textbook is chosen as a basis for study. A small library consisting of from four 
to eight books is selected for common use by the members of the club. A sylla- 

137265°- 



10 CLASS EXTENSION WORK. 

bus oi' outline which contains full references to the text and to the library and 
suggests topics for special papers and reports is supplied by the extension 
division. The member of the faculty who prepares the outline and under whose 
direction the study is undertaken meets the club at the beginning of the course. 
He gives a lecture which forms a background for future work. He conducts a 
conference hour to give individual help and to offer suggestions for effective 
work. This is the only time the instructor meets the club except by special 
arrangement. After each succeeding meeting the secretary of the club sends to 
the extension division a report of the progress made. When that report con- 
tains questions for answer or points for elaboration, it is referred to the 
instructor in charge and is answered by him through an explanatory letter to 
be read at the opening of the next regular meeting. 

Each member of the club is charged a fee of $1. The minimum membership 
accepted is 12. The extension division supplies the syllabi and pays the ex- 
penses of the instructor in charge. Members who desire to gain university 
credit and who thereby require special attention of the instructor for the 
required written work and a special examination will be charged an addi- 
tional fee. 

This plan permits of serious class work, but Miss Grace Thompson, 
in a paper read before the National University Extension Association 
in 1916, has pointed out that: 

On the one hand, it has some of the features of extension teaching, in that 
it presupposes a homogeneous group of individuals interested enough in a unit 
subject for study to pursue a course of reading outside of the club meetings. 
On the other hand, it has some of the features of haphazard club work in that 
the study is largely self-conducted and does not have the stimulus of regular 
class meetings under a regular instructor. 

Miss Thompson has further pointed out some of the limitations of 
such self -directed class work : 

Unless club study is to be a heavy expense to the extension division, at 
least 12 persons must join the club. This means that there must be found 
in a community 12 persons interested in the same subject. Unless the course 
is one which will appeal to people of widely differing interests, this will be 
a difficult task. In towns of less than eight or ten thousand inhabitants it 
is hardly possible to secure 12 teachers all interested in the same subject, 
or 12 doctors, 12 lawyers, 12 ministers, etc., unless, as I have intimated, the 
course is one which will appeal to the nonprofessional interests of a group 
of persons with the same grade of educational equipment, let us say a course 
in sociology or in economics. Thus it seems to me that only a limited num- 
ber of subjects could be offered to persons engaged in the professions. In a 
like manner, it would be difficult to secure a group of 12 or more business men 
who were interested in the same subject, unless it were a practical course 
in economics or in political science, something of more or less immediate prac- 
tical value. And, even in such courses, there is a question as to whether 
or not much real benefit could be derived unless an instructor were at hand 
to clear up such misconceptions as are bound to arise in nondirected discus- 
sion of political, social, and economic questions. Similar difficulties are ap- 
parent in any attempt to secure club study subjects for skilled workmen, 
who are less capable of carrying on self-directed study than other classes. 
Furthermore, the average skilled workman must have a definite vision of how 



CLASS EXTENSION WORK. 11 

U study is to promote him personally, is to help him " get ahead," before he 
will undertake it. 

The plan of the club-class work of some extension divisions does 
not contemplate so much assistance as that proposed in the plan out- 
lined by the Indiana announcement. Some institutions merely pre- 
pare outlines or syllabi, which are furnished to clubs for guidance. 
Only an extremely elastic definition of class work would justify 
including this type of service as class extension. 

Other institutions, however, rank as club study any class work in 
which the instructor is present periodically, but not at every meeting 
of the class. Of nine institutions which reported to Dr. John J. 
Schlicher on club study work, thus conducted, four stated that suc- 
cess was good, two that it was fair, two that it depended on circum- 
stances, such as local leadership and interest, one that it was un- 
satisfactory. 

According to Dr. Schlichers manuscript report — 

Among the obstacles mentioned are the difficulty of keeping the students 
working at the same rate of speed, and of assigning the proper amount of 
work for the interval between visits. It is usually adopted from the neces- 
sity imposed by long distances, but sometimes from choice as well. One 
director believes there are the greatest possibilities of expansion in this line. 
In the Colorado State Teachers' College, it has been adopted with good results 
as a means of making up such deficiencies as may appear in a self -survey 
instituted by the school system of a town. The instruction supplied is that in 
which the teachers themselves have found that they are wanting. 

Miss Nadine Crump reports a plan of club-study which has been 
tried by the University of California : 

It was proposed that one or more members of the club register for a cor- 
respondence course, the fee to be paid either by the member registering, or 
by the club or the section of the club in which the work was to be clone. 
These students prepare the assignments far enough in advance of the club 
meetings to enable them to receive their papers with corrections and sug- 
gestions from the instructor at the university. Thus fortified by study and 
by aid from the instructor, she is enabled to lead the club in the discussion 
of the topic in question. Several clubs have thus substituted a correspondence 
course for their usual program. 

Our experience thus far has revealed to us very clearly that the usual cor- 
respondence course is not adapted to club study. The members of a club do 
not desire, nor are they often prepared, to carry on the study with the same 
thoroughness as the individual who has in mind a definite purpose. The 
secretary of the bureau of correspondence instruction is now ready to offer 
somewhat different plans for next year and plans that have promises of great 
success. 

The majority of women's clubs meet twice per month during a period of nine 
months. Allowing six meeting days for banquets, musicals, socials, or adjourn- 
ments for holidays, there remain 12 meetings to be devoted to serious work. 
He has, therefore, prepared courses of 12 assignments. Registration will be on 
a blank especially prepared for the purpose. A letter will be sent to every 



12 CLASS EXTENSION WORK, 

club president in the State before the programs are made out stating that the 
university is able to offer these courses. For the registration fee of $5, several 
sets of assignments will be sent. Some 20 courses are now ready for use. 

In each assignment is a list of six or more specific topics with special reference 
to texts. In addition to these special references, a general bibliography on the 
subject is provided. The advantages of such a program, as the above, over the 
average club program are too obvious to mention. If means for making the 
right connection mentioned previously were available, it is safe to say that a 
large majority of clubs, both men's and women's, would adopt such a plan for 
club work. Without that, judging from the response made by the people of 
the State to every form of extension service offered, there is little doubt but 
that very many clubs will take advantage of this opportunity. Whether this 
plan succeeds or not, some such definite program will need to be adopted if 
the universities render to the club life of the States the service that is due 
them. 

The method of club or group study which seems to promise the 
most for serious work is that in which the correspondence study 
method is combined with some form of group meeting. If enough 
students are registered in a correspondence course, regular meetings 
to discuss their work under the leadership of one of their own number 
gives a form of group study which satisfies the fundamental require- 
ment that study groups have a common interest, and at the same 
time supplies the advantages of discussion which are ordinarily lost 
in correspondence study work. If instead of, or in addition to, such 
group meetings of correspondence students, it is possible for an in- 
structor to meet the class periodically, it would seem that club study 
might be made a thoroughly serious means of education. 

NUMBER OF CLASS CENTERS. 

It is evident from the foregoing description of how one type of 
extension work fades into another and of how difficult it is to deter- 
mine which courses are of such character as to justify listing as 
extension classes, that attempts to compile accurate statistics concern- 
ing the number of places where extension classes are held is an almost 
impossible task. The definition of class- extension work has not be- 
come sufficiently standardized to make it cex^tain that the term is 
used in the same sense by different institutions.. The reports of the 
work of the universities and colleges, therefore, are confusing. 

Only about one-half of the institutions which to the writer's 
knowledge carry on some form of class work, lecture courses, or 
club study, present information which is sufficiently exact to use in 
compiling statir«tics. Some of these institutions report from 5 to 60 
classes held, but do not indicate whether they are conducted in 
more than one center. In such cases, therefore, the institution has 
been credited in the figures which are here given with but one center, 
unless some other record makes a larger number certainly correct. 



* CLASS EXTENSION WORK. 13 

The figures under these circumstances must be far below the facts. 
The only justification for attempting to give numbers is that the 
number of class centers which can be counted, even under these 
adverse conditions, is so great as to make the slight attention paid to 
class-extension work by professional educational experts a most 
astonishing phenomenon. Four hundred and five extension centers 
maintained by State universities, private colleges, normal schools, 
and boards of education have been counted. There is little doubt 
that complete reports would show double this number of centers. 

NUMBER OF EXTENSION CLASSES CONDUCTED. 

The number of classes held in each of these centers varies greatly. 
In many of them only one class is conducted ; in others, 50 or more 
different classes may be held. No attempt has been made to deter- 
mine the total number of classes held or the average number for each 
center. Figures for a few typical institutions are given, however. 
These figures show clearly that in many cases the number of classes 
held in a center makes it an educational force of considerable im- 
portance. The figures which follow are for the year 1917-18. 

The University of Washington held 21 extension classes in Seat- 
tle, 3 in Olympia, and 1 in Everett. 

The University of Kansas held 8 extension classes in Kansas 
City, Kans. ; 3 in Kansas City, Mo. ; 2 in Hutchinson ; 1 in Rose- 
dale, and 2 in Topeka. 

The Western Illinois State Normal School held 1 extension class 
in each of the following towns: Barry, Bluffs, Colchester, Carroll- 
ton, Canton, Cuba, East Moline, Griggsburg, Ipaba. Monmouth, 
Peoria, Pittsfield, Spring Valley, Stronghurst. Toulon, White Hall, 
Winchester, Rushville; 2 in Havana, Jerseyville, Moline-Rock 
Island, and Quincy, and 4 at Galesburg. 

Columbia University offers 425 courses in 45 different subjects, 
besides 110 offered through the School of Practical Arts, 26 courses 
in spoken languages, and others in practical optics. 

The University Extension Department in Massachusetts has held 
1 course at Amesbury, Ayer, Belmont, Fall River, Fitchburg, 
Franklin, Holyoke, Hyde Park, Lawrence, Lynn, Mattapan, Milton, 
Needham, Newbu^port, North Adams, Taunton, Watertown, West- 
borough, West Hingham, Weston, and Winchester; 2 in Brockton, 
Cambridge, Newton, Pittsfield, Springfield, and Squantum; 3 in 
Chelsea and Framingham; 4 in Charlestown, Lowell, and Worcester; 
12 in Boston. 

It is to be regretted that more complete figures are not at present 
available to show in how many cities and towns where there is 
no resident university, or college, or technical school, the university 



14 CLASS EXTENSION WORK. 

extension divisions are supplying large groups of people with in- 
struction which they need and desire. These figures would also 
show that a number of small towns which would otherwise be iso- 
lated educationally are being offered educational opportunities 
through university extension at a cost far below that which would 
enable residents to obtain similar advantages in other ways. 

THE SUBJECTS TAUGHT. 

It is safe to say that there are more different courses offered 
through extension classes than are offered in resident work. This 
is due to the fact that there are so many more types of courses which 
can be offered through extension classes. Practically every college 
course which is given in residence is also offered through class ex- 
tension for college credit. This is true because extension classes are 
so often conducted on the campus, thus making possible the use of 
laboratories and shops which are not usually available away from 
the institution. 

In addition to the courses which are regularly a part of the work 
leading to a degree, many universities and colleges offer through 
class extension the full preparatory course of study. These courses 
are intended for those who are too old to go to high school and for 
those who are not able to afford a continuous high-school course. The 
University of Kansas, for instance, provides preparatory courses 
which give a student the opportunity to do all the preparatory work 
by extension. This enables him to attend a college or professional 
school if he so desires, or, as is more usually the case, provides him 
with an elementary education which will be of use in his ordinary 
life. 

Courses that are ordinarily known as postgraduate courses when 
given in residence are given through extension classes. This post- 
graduate work may be of the same type and character as that which 
is given in residence, or it may be highly technical work within a 
very specialized field which is intended to enable professional men 
to keep abreast of the progress in their professions. Physicians, 
teachers, engineers, and lawyers find in extension classes of this type 
an opportunity which they could get in no other way. It is im- 
possible for them to stop their work to attend a professional school ; 
bringing specialized work to their own communities is the only 
way they can keep up with the latest developments in their work. 

Through extension classes, courses which are seldom found in resi- 
dent curricula are given for less highly trained workers. Courses 
for clerks, giving intensive training in salesmanship, in fabrics, in 
any number of subjects for which they have constant use in their 
daily occupations; brief courses for mechanics in theory or in prac- 



CLASS EXTENSION WOEK. 15 

tical work; courses for bankers, in finance, business conditions, for- 
eign trade; courses for bakers, dealing with such subjects as yeast 
and flour mixtures ; these are but a few ways in which the extension 
class serves a community. The list might be indefinitely increased. 
Extension classes provide a means whereby any group of interests 
may be given exactly the kind of special training and information 
which it needs. 

Courses are given for women in the home. Instruction in market- 
ing, in the care of children, in cooking, in all of the endless variety 
of the home-maker's everlasting round of duties. But perhaps of 
even greater service to women is the opportunity which extension 
classes offer them for real training in subjects and interests outside 
their daily tasks. The duties of citizenship which women have so 
recently acquired will, we hope, be better performed than men have 
performed them. But the whole history of women's occupations has 
been such that they have had little opportunity to learn of the po- 
litical, economic, and social conditions and theories which must be 
known if their citizenship is to make any large difference in our 
common life. The extension class in the home town, providing the 
highest type of instruction in these lines, offers the best opportunity 
for training women to meet their new obligations. Directed reading 
and discussion in an extension class which gives a credit or two in 
the university are better able than haphazard club programs to give 
these new voters the information and training they desire. 

Courses for business men, merchants, bankers, and manufacturers 
are provided in extension classes. A busy man may thus learn more 
about his business and about the relations of his business to all busi- 
ness and to society. It is interesting to note that 50 per cent of the 
students doing class extension work in the University of Washington 
are studying business subjects and that the proportion in the Uni- 
versity of Wisconsin is almost as large. 

This brief summary of the types of courses given b} T extension 
may be further extended by indicating briefly the subjects which are 
most popular with class extension students. Those who are familiar 
with the work of college students, with women's clubs, and reading 
circles will not be surprised to know that in extension classes the 
desire for additional cultural education most often takes the form 
of English study. English composition and English literature are 
the subjects in which there is the largest registration. But it is 
somewhat astonishing to find that, if from this number is subtracted 
those who are studying business letter writing and business English, 
the number of students in economics and sociology is larger than the 
number of students in English courses. Probably the number of 
students registered in educational subjects comes next to English 
in the list. Other vocational subjects, and subjects of obvious eco- 



16 CLASS EXTENSION WORK. 

nomie importance to the student, are taken by a large proportion 
of class extension students. Purely cultural subjects are not popular. 
The work is too difficult and requires too much hard work to at- 
tract the aimless habitue of the reading circle and women's literary 
society. 

CONDITIONS OF ADMISSION TO EXTENSION CLASSES. 

With the wide diversity in subject matter and grade of courses 
which are given in extension classes it is obvious that no one set of 
conditions of admission to these classes can be imposed. It would be 
contrary to the spirit and purpose of extension work if institutions 
so limited admission to extension classes as to confine the benefits 
of the courses offered to narrow groups. It is of the essence of exten- 
sion work that everyone who desires instruction be given an oppor- 
tunity to do the work. Because 'of this, extension classes which are 
reproductions of the work done in residence are seldom closed to 
those who can not satisfy college entrance requirements. It is true 
that practically all institutions which offer university credit for their 
extension work require that, before credit is granted, the student 
satisfy the ordinary university requirements. But even in these 
classes there is a liberality which is not found in residence work. A 
student who can not satisfy college entrance requirements may be 
admitted to a college extension class, and if he does satisfactory work 
may be given college credit, even though he does not satisfy the 
entrance requirements until a later time. Persons who have no desire 
for college credit are usually admitted and allowed to take the work 
if they show that they are capable of carrying it on profitably. In 
other words, the subject matter and the instruction, rather than aca- 
demic credits ; are the essential things for which extension classes are 
conducted. 

Some institutions grant college credit to those who can not satisfy 
the ordinary admission requirements, if they belong to selected pro- 
fessional groups. In Indiana University ail teachers in the public 
schools of Indiana are admitted for credit to any of the courses 
offered by extension, regardless of their previous educational train- 
ing, although the usual conditions must be satisfied before a degree is 
granted. In a few cases students who satisfactorily complete credit 
courses without having the previous educational requirements may 
use their class extension work as subcollegiate credit to satisfy these 
entrance requirements. 

Extension classes which are of postgraduate rank are not so 
numerous as those of other grades. Only a few institutions permit 
candidates for higher degrees to satisfy part of the requirements by 
class extension courses. Nevertheless students in some of the profes- 



CLASS EXTENSION WORK. 17 

sional schools at Columbia University, especially students in the 
schools of mining, engineering, and chemistry, may pursue some 
special line of scientific study or prepare themselves for special study 
through extension classes. In this case these classes are open only 
to those who have had a preliminary course of three years in Colum- 
bia College or the equivalent. In this connection it should be stated 
that the collegiate training preliminary to these advanced courses 
may be taken in part or in full in extension classes by students who 
are otherwise engaged during the day. The courses of postgraduate 
rank are usually not intended for degree purposes, but -are intended 
to afford 'additional training in various phases of their work to pro- 
fessional men who are actively engaged in the profession. 

What has been said in regard to college courses holds true also in 
large measure in respect to the high-school work taken to satisfy col- 
lege entrance requirements. If a student is less than 18 years old, 
many institutions require for admission to high-school work, to be 
used to satisfy college entrance, that the student have previous 
grammar-grade training. But if the student is over 18 years old he 
will in most cases be allowed to take the work and be given credit 
for it for college entrance, even though he has no grammar-school 
certificate. Any one who can do the work and wishes to take it for 
the benefit which he. may get from the work itself may do so. No one 
will be excluded from these courses because he has in the past lacked 
the opportunity to go through a part of the traditional educational 
course. 

The- courses for workers of all kinds are usually opened to any one 
who wishes to do the work. A minimum age limit from 18 to 21 is 
sometimes set. For instance, the courses given under the auspices of 
the Massachusetts Institute of Technology in mechanics, electrichy, 
and building are opened to applicants who are 18 years old and who 
are able to pass satisfactory examinations in certain mathematical 
subjects. Considerable weight is also attached in this case to the 
student's occupational and practical experience. In Delaware Col- 
lege some of the special evening courses, such as those for mechanics, 
auto mechanics, sheet-metal workers, plumbers, and carpenters, are 
opened to those employed in these trades and to persons between the 
ages of 25 and 40 who have had not less than four years' journey- 
man's experience. 

The Wharton School of Finance of the University of Pennsyl- 
vania admits candidates over 21 years of age who have not pursued 
a preparatory course if their amount of business experience and 
general knowledge are sufficient to satisfy the committee on admis- 
sions that they can profitably pursue the courses offered. 
137265°— 20 3 



18 CLASS EXTE^SIOST WORK. 

The Carnegie Institute of Technology admits to its evening school 
students who are at least 19 years of age upon recommendation from 
their employer. 

Courses for home makers are usually given without previous edu- 
cational requirements, provided the applicant shows ability to do 
the work. Special courses for business men are usually opened to 
any person engaged in the business. In both of these cases, however, 
it is seldom desired that academic credit be given. 

PREVIOUS EDUCATIONAL TRAINING OF GLASS EXTENSION 

STUDENTS. 

Statements concerning the previous educational experience of 
students in extension classes are conditioned, of course, by the char- 
acter of the institution which conducts the work. Institutions which 
draw their class-extension students largely from the teaching class 
will have a higher per cent of high-school graduates and normal- 
school or college students than those which draw their class-extension 
students from the manual occupations. 

The Kent Normal School, Northeastern, Ohio, reports that in the 
30 centers which this school had in 1917 there was an enrollment of 
1,242. Of this total enrollment, 952 were high-school graduates, 80 
had had a normal-school or junior college training, while 56 had 
senior college academic training. 

A classification made by the university extension department of 
the Massachusetts Board of Education, which offers a great num- 
ber of courses of lower than college grade and many specialized 
courses for professional workers, probably shows with fair accuracy 
what is generally true concerning the previous educational prepara- 
tion of class extension students. This tabulation was made from 
the records of correspondence students, but comparisons with the 
records of class extension students in the same department made by 
members of the extension staff indicate that there is little difference 
between the previous preparation of correspondence and class ex- 
tension students. This report shows that 36 per cent of the students 
had only elementary training. 49 per cent high-school, 8 per cent 
college, 0.8 per cent professional, 1.8 per cent private school, 0.3 per 
cent vocational school, and 4.6 per cent evening school training. 
When considered in connection with the fact that the average age 
of class extension students in this department is 29 years, these 
figures are of special significance. 

AGE OF STUDENTS. 

The age of the students in extension class work shows clearly that 
it is reaching adults. The provisions which exclude those who have 



CLASS EXTENSION WORK. 19 

not attained an age above 18 or 19 account for this fact in part. 
The average age, however, proves conclusively that the majority of 
those who take advantage of class extension opportunities must be 
considerably above the minimum age limit. In Massachusetts the 
average age in 1918 of extension class students was 29^ years. 
The average age in the club study groups was 26 years. The average 
age of 1,700 men who did extension class work in Franklin Union in 
1915 and 1916 was 26 years. The minimum age of students ad- 
mitted to the work in this institution is 16 years. The records of 
the University of Wisconsin also show that the great majority of 
students are more than 25 years of age. 

SEX DISTRIBUTION. 

Many persons whose knowledge of study outside the walls of a 
regular institution is confined to the so-called reading courses of 
churches and women's clubs have sometimes expressed the belief 
that extension classes are largely attended by women who take the 
work without any serious educational purpose, merely to pass the 
time away. It is interesting, therefore, to know that of the 6,867 
class extension students of Columbia University almost one-half 
were men; to be exact, 3,123 men and 3,711 women. Of the class 
extension students of Bradley Polytechnic Institute 116 were men 
and 31 were women. In one of the administrative districts of the 
University of Wisconsin there were 607 men and 110 women en- 
rolled in class extension work. In the courses given by the univer- 
sity extension department of the Massachusetts Board of Education 
there were 1,662 men and 1,182 at omen; in University College of the 
University of Chicago, 219 men and 950 women ; in the University 
of Rochester, 29 men and 157 women. 

Figures of this kind can not be used for the purpose of drawing 
general conclusions. The proportion of men and women attending 
an extension class in an institution will in large part depend upon 
the subjects that are given. Obviously, few women will attend ex- 
tension classes in mechanical engineering. In sociology and eco- 
nomics, in which it may well be supposed the interest of men and 
women is equal, the attendance records show, when such classes are 
opened to both men and women, that the sexes are almost equally 
distributed. 

FEES FOR CLASS EXTENSION WORK. 

No generalizations can be made concerning the tuition fees and 
costs to the students in extension classes. Differences in the char- 
acter of the institutions conducting such courses, differences in the 
courses themselves, different ways of regarding the functions of the 



20 CLASS EXTENSION WORK. 

institution's extension work, cause considerable variation in the 
amounts charged students for the work. Sixty institutions which 
the representative of the different kinds of work offered and of the 
different types of schools offering work have been listed below, with 
the charges made by them. 

University of Akron. — For a class meeting one or two hours per week for one 
semester, the fee is $3 for residents, $5 for nonresidents ; for a three-hour class. 
$4 for residents. $7.50 for nonresidents. For each additional hour an additional 
charge of $1 is made to residents, of $2.50 to nonresidents. 

Butler College— -Tuition is $9 for a major course. 

University Extension Commission of Massachusetts. — Unless otherwise slated 
in the announcement of a course the tuition is $5 for a year's course.. Most of 
the commission's courses are paid from funds provided by the Lowell Institute. 

Brown University.- — The fee for each course is $3.50, but students who desire 
a certificate or university credit are required to pay an additional fee of $1.50. 

University College of the University of Chicago. — The tuition for a class 
meeting two hours a week for 24 weeks is $16. 5d. 

University of Cincinnati. — Courses are free to citizens and to all the teachers 
of the city. Other teachers are charged $5 per course per year. Other non- 
residents are charged $5 for each hour per week that a class meets in a 
semester. 

Cleveland School of Education. — Teachers are charged $2.50 for 15 one-hour 
Xwriods, but. classes in French and persons not in the employ of the city are 
charged double this rate. 

University of Colorado. — The charge for classes meeting two hours a week 
is $8 for a semester. Teachers are charged $5 for 16 hours in academic sub- 
jects. 

University of California — The charge is $5 for 15 hours in an evening class, 
$7.50, for the same time in a day class. 

Colorado State Temcliers? College. — For each credit hour a fee of $1 is 
charged. 

Fair mount College. — For college courses taken by extension the charge is $2 
per semester hour. 

Georgia Scliool of Teclinolog //.—The charge is $5 per term. 

Johns Hopkins University. — A matriculation fee of $5 and a graduation fee 
of $5 are charged in addition to tuition of $10 per year for each hour of work 
per week. 

Indiana University.— For eighteen 50-minute recitations the charge is $3. 

IVestern Illinois State Normal School. — An incidental fee of $2 is charged 
all extension students. 

Kent State Normal College. — No fees are charged. 

University of Kansas, — For classes meeting two hours a week the charge is 
$5. Payment of $15 entitles a student to take as many classes as are available. 

Lehigh University. — For a term course meeting two hours a week the charge 
is $10. Three or four term hour courses require a fee of $15. 

Louisiana State Normal School. — For each unit course the charge is $10. 

Lowell Textile School. — For each hour per week the charge is $5 per year. 

Lewis Institute. — For 20 hours of class work the charge is $5. Laboratory 
work is at double this rate. 

University of Michigan. — For each credit hour the charge is $4. 

Michigan State Normal College. — For one course the charge is $7.50; for two 
taken simultaneously $10. 



CLASS EXTENSION WORK. 21 

Missouri State Normal College. — For a term in a full-course subject the 
charge is $9, provided the amount paid by the class is sufficient to meet the 
instructor's traveling and hotel expenses. 

University Extension Department of the Massachusetts Board of Educa- 
tion, — No tuition fees are charged, but the lesson pamphlets, stationery, and 
textbooks cost $5 for 20 appointments. 

University of Missouri. — The charge is $5 per course. 

University of Minnesota. — For academic subjects the charge is $5 for 16 
hours of work. In engineering and business subjects the charge is $7.50 a 
semester. 

State Normal School at Milwaukee, Wis.— The cost varies from $6 per term 
when 10 or more students are in a class to $10 when there are but 4 in the 
class. 

New York University. — For each point of credit a fee of $6 is charged. 

College of the City of New York. — Courses are free to teachers, but the 
advisory' council elected by the teachers asks that each student contribute $1 for 
each course taken. 

New York State College for Teachers. — For each credit hour the fee is $3. 

Ohio University. — No fee is charged. 

University of Oregon. — Admission to as many classes as are available is 
granted upon the payment of a fee of $5 per semester. 

Pennsylvania State College. — Fees must cover cost of textbooks, lesson sheets, 
and instruction. 

University of Pittsourgh, — For each credit the fee is $5. 

University of Pennsylvania. — For each subject the tuition is $25. 

Reed College. — For each study course the fee is $2. 

Rutgers College. — For each semester hour of credit the fee is $5 and a regis- 
tration fee of $2 is charged. 

Syracuse University. — Tuition is $5 for J 5 hours of instruction. 

Tulane University. — An annual registration fee of $5 is charged. 

University of Utah. — For 15 credits a fee of $10 is charged for credit students. 
For a listener the charge is $5 per course. 

Union College. — For each subject the charge is $10. 

University of Wyoming. — Local expenses and the entertainment of the lec- 
turer are required. 

State Normal School at Plattevillc, Wis. — For each course a fee of $8 is 
charged, provided that the total for a class shall not exceed $60. A fee of 
$1 for enrollment in the extension department is required. The expenses of 
the instructor must also be paid. 

Westminster College. — A fee of $1 per month is charged. 

University of Washington. — For two hours per week for a year the fee is $12. 

USE OF FEES. 

The money received from class-extension fees may serve to meet 
a considerable proportion of the expense of such instruction if the 
regulations of the institution or the laws of the State, in the case of 
State-supported institutions, permit such fees to be treated as a re- 
volving fund. The Colorado Teachers' College uses 80 per cent of 
the fees collected from the classes to pay local instructors, and 20 
per cent is retained by the college as " expense of registration." In 
Columbia University the fees are turned into the general university 



22 CLASS EXTENSION WORK. 

fund, but the director of extension has the right to call upon the 
treasurer to use fees for salaries upon the fee basis. In Indiana 
University the fees are turned into the extension division fund and 
are used to meet part of the expenses of the division. The fees re- 
ceived by the University of Kansas from extension classes are re- 
appropriated for class extension work. The fees received by the 
University of Minnesota are used by the extension division to meet 
the costs of instruction and other extension division expenses. Fees 
in the University of North Carolina are kept in a special fund. Most 
of the fees received by the University of Oklahoma are turned into 
the university fund from which instructors are paid, although part 
of the fees may be used by the extension division in other ways. The 
extension division of the University of Oregon retains the fees as 
part of the division's fund. The University of Pittsburgh uses all the 
fees to pay for instructors, lecturers, etc. Fees received by the Uni- 
versity of Texas are paid into the general university fund and to 
instructors and lecturers. Fees received by the University of Wash- 
ington are turned into the extension fund. Twenty per cent of the 
fees received by the University of Utah are retairied for overhead ; 
the remainder is turned into the university fund. Fees received by 
the University of Michigan are turned directly into the university 
treasury. 

METHODS OF PREVENTING CONFLICT IN THE CLASS EXTENSION 

WORK OF A STATE. 

More than 400 institutions, State and privately-endowed universi- 
ties, colleges, normal schools, and institutes in the United States, are 
offering class-extension work. In Massachusetts 16 institutions and 
in New York at least 12 institutions are interested in the conduct of 
extension classes. The average number of institutions in each State 
conducting some form of extension work is about 10. This means 
that in many States there is duplication of effort and competition be- 
tween the institutions located in the State unless some means of uni- 
fying the class-extension work of the several institutions is adopted. 

Two methods have been devised to reduce waste of effort and to 
utilize the extension resources of the State's educational institutions 
to better advantage. One is a State board of control, which deter- 
mines the type and field of extension work which the State-supported 
institutions may undertake. This is the method used in Iowa and 
Oklahoma. 

THE STATE BOARD OF CONTROL. 

The State Board of Education of Iowa has formed an Extension 
Council which consists of the directors of the four extension divisions 
in the State-supported institutions. These four divisions are agri- 



CLASS EXTENSION WORK. 23 

culture and Lome economics extension at Iowa State College of Agri- 
culture and Mechanic Arts, engineering extension at Iowa State Col- 
lege of Agriculture and Mechanic Arts, the extension division of the 
State Teachers' College, and the extension division of the State Uni- 
versity of Iowa. The only meeting which this council has held was in 
1917, when the various fields of extension work were canvassed and 
divided among these institutions. Some overlapping still continues, 
but will eventually be eliminated. 

The extension work at the State Teachers' College takes the form 
chiefly of study centers, some of the work being of college grade 
and some not of college grade. Grade teachers avIio study methods 
rather than the philisophy of the subject matter make up the largest 
proportion of students doing extension work at the State Teachers' 
College, 

The Iowa State College of Agriculture and Mechanic Arts does 
a great deal of extension work in agriculture and home economics. 
In the field of home economics the advantage of an extension council 
is demonstrated. The tendency of home-economics departments is 
to extend their work into the field of nursing and nutrition. The 
council, however, decided that these subjects should be given by 
extension, through the university, since the university has a training 
school for nurses in connection with the medical college, and also 
maintains a child-welfare research station in which the nutrition of 
the child is a very important research problem. Further, the home- 
economics extension work tends to include the field of training for 
teachers of home economics in the public schools. The council has 
determined that the State Teachers' College rather than the College 
of Agriculture and Mechanic Arts shall do this work. 

The study-center work which the State university can do is limited 
by a State constitutional prohibition. There is no such prohibition, 
however, upon the other State institutions. 

In case of any conflict of extension interests the presidents of the 
institutions concerned settle the difficulties at the meeting of the 
State board of education upon the basis of the general policy laid 
down by the extension council. This policy is, in effect, that the 
extension work of all of the institutions shall in the main be con- 
fined to the more important lines of residence work given by each 
institution. It does not entirely solve all of the problems which may 
arise. Chemistry, for instance, may be given by the State college 
or by the university. Engineering may be given also by both. 
Problems of this kind are settled by conference of the presidents ox 
the institutions. 

In Oklahoma the work has been divided between the State uni- 
versity and the State normal schools upon the basis of subject matter. 
The normal schools are to confine their work to distinctively normal- 



24 CLASS EXTENSION WORK. 

school extension. The rest of the work falls to the State university. 
In addition the work among the six normal schools has been divided 
up teritorially, so that to each of them certain counties are assigned. 
Residents must do their normal-school extension work through the 
school in their district. 

THE EXTENSION COMMISSION. 

This method of dividing up the work by an official agency can be 
applied to the State-supported institutions alone. State institutions 
are therefore still subject to the competition of the privately en- 
dowed colleges and universities within the State, and wasteful dupli- 
cation of effort and machinery continues. For this reason the second 
method of unifying extension work in a State promises larger 
results. This method is that which unifies the extension work in a 
State bv means of a voluntary extension commission, which includes 
all the institutions, both private and public, within the State or 
within a definite geographical area of the State which do extension 
work. 

A good example of this type is the extension commission formed 
in Massachusetts in 1910. Harvard University* Tufts College, the 
Massachusetts Institute of Technology, Boston College, Boston Uni- 
versity, the Museum of Fine Arts, Wellesley College, Simmons Col- 
lege, the Massachusetts Board of Education, and the school commit- 
tee of the city of Boston are now members. The courses offered are 
given by the instructors of the member institutions and carry credit 
for the degree of associate in arts at Harvard, Radcliffe, Tufts, and 
Wellesley. 

Somewhat similar to this organization is the extension association 
of the colleges of the Connecticut Valley. Amherst College, the 
International Y. M. C. A. College, Massachusetts Agricultural Col- 
lege, Mount Holyoke College, Northfield Schools, and Smith College 
united in 1910 to cooperate in extension work in the Connecticut Val- 
ley. The Department of University Extension of Massachusetts 
works with this association and supplies a representative to admin- 
ister the organization of classes. The department furnishes the 
Connecticut Valley organization with a special representative to cir- 
cularize the clubs, parent-teacher associations, and granges, and to 
visit and address them in person. 

Another interesting example of a somewhat definite form of ad- 
ministrative cooperation is that afforded by the western slope of 
Colorado. The University of Colorado, Colorado State Teachers' 
College, and Colorado State Normal School, pooling their interests 
and their resources, have joined together to form an extension com- 
mittee. A superintendent of the extension work done upon the west- 



CLASS EXTENSION WORK. 25 

em slope is hired by this committee. The committee consists of the 
director of extension at the university and the presidents of the other 
two institutions. The duties of the superintendent are outlined and 
his work controlled by this committee. 

It would seem that under the impetus given by the war to adult 
education and in view of the serious necessity of immediate mobili- 
zation of all the extension resources of the country to meet the de- 
mand for special and continued education, earnest consideration 
might well be given by the institutions engaged in extension work to 
the economic and educational effectiveness of State-wide extension 
commissions. The expense of work at cross-purposes in class exten- 
sion is perhaps larger than in any other form of educational exten- 
sion. Professors visiting the same vicinity to conduct classes in 
related subjects, quarters for classes maintained by two or more insti- 
tutions in the same town or neighborhood, excessive expenditures to 
inaugurate classes in subjects which other institutions are better 
qualified to conduct — these wastes are little short of criminal in the 
present educational situation. The voluntary extension commission 
offers a solution. 

INSTITUTIONAL ADMINISTRATION OF CLASS EXTENSION WORK. 

When administrative work centers in the institution, the most com- 
mon administrative body is the extension division — that is, a special 
department, service, or bureau created to administer the extension 
work of the institution. Class extension is merely one phase of the 
work of this department. In some cases where formal extension divi- 
sions have not been created, faculty committees have been appointed 
to administer the work. The faculty committee is usually appointed 
by the president from the departments of the institution which are 
interested in extension work or desirous of offering work by exten- 
sion. In some cases there is no extension division or faculty com- 
mittee, but each department offers extension work independently. 
In cases of this kind two or three departments in an institution may 
be carrying on work independently. Obviously, this may lead to 
considerable duplication of effort within the institution. Recogni- 
tion that such a lack of coordination was not economical has prob- 
ably led in many cases to the creation of faculty committees or of an 
extension division. 

The influence of departmental and of faculty committee adminis- 
tration of extension work is shown in the organization of some of the 
extension divisions. The work of the extension division of the Uni- 
versity of Michigan, for instance, is organized with the conscious pur- 
pose of securing the economies of central administration and at th» 



26 CLASS EXTENSION WORK. 

same time preserving the excellent features of departmental and fac- 
ulty administration. The plan is thus described by an extension an- 
nouncement of the University of Michigan : 

Another plan of conducting extension work is to enlist the cooperation ol 
the regularly organized faculties of the university ; that is, to operate through 
the medium of the various departments of the institution. This plan is the, 
one adopted by the University of Michigan. Here the work is carried on 
along 13 distinct lines, each of which is under the jurisdiction of a depart- 
ment or subdepartment of some one of the various schools or colleges of the 
university. This plan involves a minimum cost to the university ; and, in 
the second place, it brings about a degree of coordination of effort on the part 
of the various departments, and a cooperation on the part of all the faculties, 
that would otherwise be impossible. 

The same influence is seen in the organization of extension work 
in Columbia University. The director thus describes the plan of 
organization : 

The organization at Columbia is flexible and extremely efficient. The ad- 
ministrative board has the standing of the faculties which control the destinies 
of the other schools. It is responsible to the council alone, although its edu- 
cational offerings are largely controlled by the various departments which as- 
sume the responsibility for the teaching of the subject with which they are 
concerned. The educational offering guaranteed, so to speak, by the various 
departments, must of necessity obtain approval in the different schools. The 
student in an ideal university manner selects the subject and courses which 
he desires and needs. After he has completed his work and received his 
credits, he may present them to the appropriate school for acceptance when 
he has satisfied the entrance requirements and become an approved student 
of that school. 

It is very common for the class administrative subdivision of the 
extension division to be called " class and correspondence depart- 
ment," " formal instruction department," or " extension teaching 
department." In the last case extension teaching is understood in 
a very limited sense, as meaning only class and correspondence in- 
struction, and does not include more informal methods of teaching 
such as the institute, the popular lecture course, and visual instruc- 
tion. 

EXTENSION ADMINISTRATIVE CENTERS. 

In addition to the administrative body in the university, several 
institutions have set up, out in the State, extension divisions in small. 
Ordinarily this is done when there are cities sufficiently large in the 
State to justify the maintenance of offices with a resident director 
to supervise the extension work of all kinds in the city and its 
immediate vicinity. 

An outgrowth of this form of extra-campus administrative body 
is the system of dividing the State into districts, each district hav- 



CLASS EXTENSION WORK. 27 

ing a resident director who attends to all of the extension work in 
that district. This system has been most highly developed by the 
University of Wisconsin. The State is divided into six districts, 
with central offices in each district (Milwaukee, Oshkosh, La Crosse, 
Superior, Wan sail, Eau Claire) presided over by district represen- 
tatives, with whom are associated traveling instructors and organ- 
izers. " These six districts cover 66.2 per cent of the total area of 
the State. Including the counties worked from the home office, 
those lying near Madison, the area of the State covered is about 77 
per cent." (Report of the Dean of the Extension Division, Bulle- 
tin of the University of Wisconsin, No. 716, general series No. 520.) 
In a paper read before the First National University Extension 
Conference at Madison, Wis., in 1915, Mr. Andrew H. Melville, 
district representative of the extension division of the University 
of Wisconsin, described the district organization as follows: 

Each of the six district units or offices is located in a populous center of 
the State and has a district representative in charge with a force of instructors 
in engineering and business subjects and field organizers according to the size 
and need of the district. Tins force is augmented from time to time, as the 
work demands, by additional instructors, both from the university and from 
the local cities, where classes are held. The district representative is occu- 
pied with planning and supervising the work of the district, and in teaching, 
so far as his time will permit. The instructors devote all of their time to 
teaching in their respective fields, correct the written work of their students, 
and hold conferences with students at the district office and in cities where 
weekly visits are made. 

The district representatives usually have the rank of assistant 
professor and are appointed by the dean of the extension division. 
Field organizers are also appointed by the dean, in consultation 
with the district representative in whose territory the organizer 
operates. District representatives are directly responsible to the 
dean for the staff and work of their districts. The instructors are 
under the direction of the department concerned in the home office 
at Madison. 

Dean Eeber has described the functions of the local organizer 
and the local representative as follows : 

The local organizer is the university extension solicitor. Experience leads 
to the conclusion that it is quite as necessary for the university to explain its 
extension service directly to the people as it is for a commercial school to send 
out solicitors. This is not only because cold print seldom carries the conviction 
of a face-to-face interview but because an agent on the ground may study the 
people, and. knowing their needs and capacities, guide them in the choice of 
studies from which they will gain the greatest possible benefit, thus preventing 
their entrance upon work for which they are not fitted. 

The local representative, living among the people of his district, is in a 
position to become intimately acquainted with the circumstances of their lives. 
It is his duty to know them in all their relations — social, civic, industrial — ■ 



28 CLASS EXTENSION" WORK. 

and, having studied his problem, to administer the services of the several de- 
partments of university extension in accordance with their needs and desires. 1 

In California there are four local centers, at Los Angeles, Stockton, San 
Diego, and Fresno, with representatives of the extension division in charge, 
who are appointed on nomination of the director and are responsible to him. 
They make practically all arrangements for class and lecture work in their 
respective districts, have charge of organization, administration and supervi- 
sion of it, and aid in promoting correspondence study. 

The Indiana division maintains extension centers at Indianapolis and Fort 
Wayne, with an officer in charge and one or more assistants and stenographers, 
and other help at the beginning of the semester. The local officer stands in 
the same relation to the director as the members of the main staff at the 
university. The chief duties of the local management are to arrange and 
conduct classes in the vicinity of the center. A separate bulletin is issued for 
each center, containing a list of classes offered by it. 

■ In North Carolina local centers are in charge of a separate member of the 
staff, who cooperates with a local committee appointed to take care of the 
local situation as to schedule, finances, etc. 

Oregon has a local center at Portland, with a director and secretary, who 
manage the details connected with local instruction. They are appointed by 
the president of the university on recommendation of the director. 

South Dakota is planning the appointment of paid local secretaries. They 
keep the class fully advised of matters concerning it, make local arrange- 
ments, and keep the extension idea prominently before the public. They are 
appointed by the director and are responsible to him. 

In the Washington local centers the management is in the hands of members 
of the university faculty, appointed by the director and subject as to adminis- 
tration to the director and as to teaching and service through him to such 
heads of schools and colleges of the university, as have extension work. They 
teach, cooperate, and advise. 2 

LOCAL CLASS EXTENSION ASSOCIATIONS. 

Columbia University encourages the organization, in the town 
or neighborhood where a group desires an extension class, of what 
may be called an extension association. This organization is ex- 
tremely informal : 

To facilitate the work of instruction away from the university, the adminis- 
trative board may institute local centers. Local centers may be established 
wherever a local community or a local organization undertakes to offer, year 
by year, one or more of the extension courses of the university. Local boards 
of education, teachers' associations, schools, societies, and clubs desirous of 
offering extension courses may be constituted local centers. In general, how- 
ever, a special local committee (president, secretary, treasurer, and five mem- 
bers, representing £he particular community) is the usual organization of 
the local center. 

Local centers ar^ responsible, through the local committee, for the effec- 
tive arrangement of extension courses they offer. They determine the courses 

1 Dean Louis E. Reber, " The scope of university extension and its organization and 
subdivision," in Proc. First Nat. Univ. Extension Conf., Madison, Wis., Mar. 10-12, 1915. 
1915. 

2 Quoted from the manuscript report of Dr. J. J. Schlicher, in the U. S. Bureau of 
Education. 



CLASS EXTENSION WORK. 29 

in cooperation with the director; they enlist local interest; they provide by 
fees or the sale of tickets or otherwise, for all the expenses of their work— 
the course fee, the cost of syllabi, the traveling expenses of the lecturer, lec- 
ture hall, janitor, printing and advertising, and when lectures are to be illus- 
trated they must provide the lantern and operator. The administrative board 
will establish and conduct local centers where suitable arrangements may 
be made and sufficient guarantees secured. 

It should be noted here that no official university machinery is 
aet up in these " extension centers."' These centers are in fact iso- 
lated classes, and the organization is purely a local one for the pur- 
poses of cooperation with the university administration. 

A somewhat more elaborate system of extension center associa- 
tions has been ])rojected by Indiana University. Mr. Pettijohn. 
director of university extension in Indiana University, has described 
the purpose of the organization of the Indiana centers as follows : 

To be brief, our aims are (1) to develop the machinery in a community 
that will directly connect the sociological life of the community with the uni- 
versity extension division ; (2) to give the extension work stability, effective- 
ness, and permanency in the community: (3) to provide the machinery 
through which the already existing organized groups in the community may 
make their cooperative efforts function. 

The methods by which organization of an extension association 
was brought about and its character when organized are described 
by Mr. Pettijohn as follows : 

We acquired a knowledge of several small-sized cities in the State of Indiana 
through a statistical study of records and through brief visits of our field 
organizer. After the field organizer had made a brief visit to a city or town, 
if the conditions seemed to warrant it, he returned for a second visit. This time 
he made a personal acquaintance with a number of leaders in the community. 
He investigated the various local organiz.it ions whose activities were similar 
in nature to some of the work of university extension. 1 refer to the lecture 
courses, the club study, the institutes, and other informal educational and 
social-welfare activities. After securing this acquaintance and this informa- 
tion, he called together leaders of the various organized groups and placed be- 
fore them the plan for organizing and conducting an extension center. He 
acquainted them with its character, its methods, and the manner of financing 
it. If the representative committee believed that an extension center could be 
advantageously undertaken, a campaign for membership was started. Pledge 
cards were signed and from the office at Bloomington post-card notices were 
sent to all who had signed. These notices called to a local auditorium in the 
community a meeting to organize a university extension center association. 

At this meeting, the president, vice president, and executive council were 
elected. No constitution and by-laws were adopted, but the members of the 
executive council were instructed to be the advisers of the secretary and to 
assist the secretary in making the necessary local arrangements for conducting 
the center. The executive council was also to select, from the " talent," which 
the extension division had to offer, a program for the year. The director 
of the extension division appointed a secretary. In all cases the secretary was 
recommended by the field organizer and the executive council. From this point 
on, the administrative work oi the center fell almost entirely upon the local 



30 CLASS EXTENSION" WORK. 

secretary and the field organizer, although in some instances the president of 
the executive council gave vaulable assistance. 

In this plan the university takes the initiative in organizing the 
local association. Its participation in the conduct of the association 
is also more active than the plan followed by Columbia University. 

This method of securing a local organization interested in exten- 
sion was a success in so far as the entertainment and lyceum fea- 
tures of extension work were concerned, but did not serve to pro- 
mote the educational lecture and class courses. Mr. Petti John's 
analysis of the cause of this failure suggests that methods may be 
devised for adapting this form of local organization to the promo- 
tion of extension classes and series of educational lectures. 

The educational lectures were offered to every member and every season 
ticket holder in the association. Many of these had joined the association 
primarily for the lyceum course, and so with a lyceum course attitude they 
were disappointed when they found the lecture series of a different nature. 
Thus we have learned from experience that the lectures in series must be 
planned for definite groups and not for general audiences. And we shall insist 
that all the solicitation and advertising by the secretary and local committee 
shall be so directed that those who buy tickets for the lectures in series will 
know when they buy exactly what the nature of the lectures will be. Our 
programs next year will have two courses of lectures in series — one for the 
organized women's clubs, the. other for the commercial club. The general public 
will patronize only the lyceum course and the institute. 

In Kansas a local committee has charge, including the director, one 
member appointed by him, and others elected by the local center. It 
arranges and conducts the program of entertainment and education 
for one year, and cooperates with the extension division in securing 
the greatest possible use of the services of the university for the com- 
munity. The membership of the local center is composed of those 
who pay the membership fee, which entitles them to all programs 
for the year. They elect a president and act through committees 
for the various kinds of extension service to be obtained — lectures 
musical recitals, social welfare, community surveys, etc. A local 
secretary, appointed by the director, conducts the correspondence, 
takes charge of slides and films, follows up the work of the commit- 
tees, and the program, and keeps things moving and active generally. 

DISTRICT DIVISIONS WITHOUT DISTINCT ADMINISTRATIVE 

ORGANIZATION. 

The university extension department of the Massachusetts Board 
of Education has not set up separate administration offices outside 
the main office in Boston, but has divided the State into 26 districts, 
with at least one center in each district where classes are given. The 



CLASS EXTENSION WORK. 31 

■purpose of this organization is stated in the report of the Massachu- 
setts Board of Education, 1918-19, as follows: 

As it is sometimes impossible for one town to furnish the number of students 
required for classes in some advanced subjects, the centers are usually so placed 
that practically all the residents of each district may reach their center by 
electric railways or other convenient means of transportation. Thus classes 
in many different subjects may be formed by the students in one town combin- 
ing with the students of other towns of that district. This does not mean, 
however, that it is impossible for any other town in a district to secure classes, 
provided the requirements as to numbers are met. 

FIELD ORGANIZERS. 

In practically every State where class extension work is done, 
whether there are administrative centers or not, it is usual to pro- 
vide for the* organization of classes in isolated towns. Many States 
maintain field men for this purpose. These are agents of the exten- 
sion division whose business it is to travel through the State visiting 
established classes, supervising and arranging for various extension 
activities. One of their important functions is to organize classes 
in towns where there is probability that a class can be of use. 

The engineering extension division of the Pennsylvania State Col- 
lege maintains organizers, who work in assigned districts in the 
State. These organizers go into the towns of their districts and 
arrange with employers for 15-minute talks with the men, usually 
at the noon hour, and thus interest them in the formation of 
classes for the study of some subject which is related to their work. 
Enrollment blanks are supplied and filled out at these noon meet- 
ings. When enough students have been secured to form a class, the 
organizer makes arrangements for a meeting place, works out the 
details of class organization, and. in consultation with the director 
of engineering extension of the college, selects the instructor. In- 
structors are usually college graduates with both shop and teach- 
ing experience. After the organization is completed the instructor 
conducts the class, and is responsible for it in much the same way 
that a resident teacher is for resident classes. 

Many extension divisions employ field agents whose duties and 
methods of operation are similar to those described, although the 
number used in a State will depend upon the resources of the 
institution and the size of the towns and cities of the State. When 
the funds of the division are very limited the director of extension 
may do a great deal or all of this organization work. When the 
urban population is small there is less opportunity for the organ- za- 
tion of local centers and classes because of the difficultv of bringing 
together large enough groups interested in one subject to justify the 
formation of a class. Lack of transportation and libraiy facilities 



32 CLASS, EXTENSION WOKKv 

also makes the organization of classes in sparsely settled communi- 
ties extremely difficult. 

LOCAL ORGANIZATION OF EXTENSION CLASSES. 

Practically all institutions provide for the formation of extension 
classes without the intervention of a field organizer, even when they 
maintain such organizers. The practice of Ohio University is typi- 
cal. A form of application for an extension class is provided by the 
institution to any person or group of persons requesting the organisa- 
tion of a class. If the required number of persons sign this appli- 
cation, the institution will organize a class and supply an instructor 
if one is available. All institutions, however, reserve the right to 
refuse to organize a class if the resources of the institution are not 
sufficient to meet the expense. When the instructor first meets the 
class he proceeds to formally organize it in much the same way that 
a resident instructor organizes his class at the opening of the school 
year. In some States the instructor is also required to collect fees 
from the class; in others fees must be sent with the application; in 
still others a representative of the financial office of the institution 
visits the class and collects the fees. 

The University of Wyoming provides for the organization of 
university study classes in towns or cities of the State which can 
furnish leaders who are satisfactory to the university. The or- 
ganization of these classes is usually arranged with the director 
of nonresident instruction by the local superintendent or principal 
of schools. In a few cases the University of Wyoming provides 
that professors of the university may meet these nonresident classes, 
but it depends in the main upon local leaders or teachers. 

The following description from the report of the university ex- 
tension department of the Massachusetts Board of Education shows 
the method used by that State in organizing extension classes. 

Classes are usually organized through the efforts of an interested individual 
or organization. The first step is to secure blue class-registration blanks, 
have them filled out completely and sent to the department, accompanied by 
the proper registration charges. These applications are held until an in- 
structor is secured. If the services of an instructor from the department are 
not available in any course for which there is a call, the registration charges 
are returned unless an instructor is available at a reasonable cost from else- 
where. The department requires that its representative be present when a 
class is officially enrolled in the department. 

That Massachusetts has not found this method of organization 
entirely satisfactory is indicated by the following proposal made by 
the director of extension in a report of January, 1918 : 

In the past a great deal of dependence has been placed on interested indi- 
viduals and groups in the organization of classes. This method, in the main, 
has worked well. There is, however, danger that, by this mode of class 



CLASS EXTENSION WORK. 33 

formation, all persons in a community who may like to join can not be reached. 
It is suggested, therefore, that the formation of classes spring from a wider 
local publicity than has previously been thought advisable, that a regular 
class organizer be sent from headquarters to direct that publicity and to 
make sure that all in the community who desire extension work are accommo- 
dated. It would be the duty of such an organizer to secure the cooperation 
of local newspapers, schools, civic associations, parent-teacher associations, 
libraries, boards of trade, and other organizations. Notices duplicated at the 
home office could be distributed, and meetings could be held in which the work 
of the department could be explained in a satisfactory manner. In this fash- 
ion classes would be organized as real community activities, and be free from 
the imputation of exclusiveness. 

ADMINISTRATION OF EXTENSION CLASSES ON THE CAMPUS. 

The administration of the work which is given upon the campus, 
and which is known as extension class work, is usually directly under 
the central administrative authority, if there is a formal extension 
organization. The officer in charge of the extension class work 
of the institution has immediate charge of the work conducted 
on the campus. In some cases the extension classes on the campus 
are under the control of a single department or faculty committee. 

EXTENSION ADMINISTRATION THROUGH A SPECIAL RESIDENT 

COLLEGE. 

The University of Chicago originally conducted classes in the 
down-town section under the administration of the extension division. 
But when college work in the down-town section became extensive, 
a separate organization known as the University College of the Uni- 
versity of Chicago was created. Most definitions of extension work 
would include all the work done by university college as extension 
work. In other institutions, such as the College of the City of New 
York and New York University, the down-town classes are called 
extension classes. In the organization of the University of Chicago, 
however, university college is regarded as one of the resident colleges 
of the university. It is proposed to develop the same kind of an 
organization in the University of Columbia. 

QUALIFICATIONS OF INSTRUCTORS. 

Extension class work, to be successful, requires instructors of the 
highest type. Teachers who are very successful in resident classes 
often do unsatisfactory work with the older and more mature stu- 
dents who enroll in extension classes. The relationship between 
instructor and student is different. There can be less autocracy on 
the part of the instructor because there is so little tendency on the 
part of extension class students to accept the instructor's dicta as 



34 CLASS EXTENSION WOEK. 

conclusive. They know what they want. They demand that the 
instructor give it to them in an interested and interesting way or 
they abandon the class. They are alert. They criticize mannerisms 
and indifference freely and independently. No fear of low marks, 
no exaggerated respect for professorial dignity and authority re- 
strains them. This freedom, and the pressure upon the instructor 
which results from it, transforms the work of some instructors both 
in their extension and resident classes. It breaks others who can not 
rise to their opportunities. 

On the other hand, the ability to please and charm a class does 
not make a satisfactory extension instructor either from the stand- 
point of the institution conducting the work or from the standpoint 
of most of the students in these classes. The instructor must be en- 
thusiastic about and know his subject thoroughly. The type of in- 
struction which E. O. Slosson suggests that American universities 
have evolved, "by means of which facts may be transferred from 
the instructor's notebook, through the student's pencil point, to the 
student's notebook without these facts entering the head of either 
instructor or student," has no place in extension class teaching. 

Several forms of control of the work of class extension instruc- 
tion insure real instruction. The most effective supervision is that 
of the students themselves. But other means are also used to sup- 
plement this method of supervision. Examination questions and 
outlines of the courses are supplied, personal visits are made by the 
director or a member of the department concerned, and confidential 
reports by reliable persons are obtained. In Columbia University 
each department which offers work through the extension division 
has an extension committee which exercises supervision over the 
offerings of the department. In two cases the school of education 
has a special part in the work of visiting extension classes and in 
one case the services of the State high-school inspector are thus em- 
ployed. Subsequent requests for courses given by the same instructor 
serve to show whether he has succeeded in reaching his classes. 
Careful tabulations of attendance records, mortalit} 7 , and the results 
of examinations are also used to indicate the success of the instruc- 
tion. 

INSTRUCTORS. 

APPOINTMENT OF INSTRUCTORS. 

Considerable variation of practice exists in the appointment of 
instructors. In general, however, the director of extension selects 
them. For certain types of work, sole authority may rest with him. 
But the departments of the institution are usually consulted, and in 
practically every case instructors selected by the extension director 



CLASS EXTENSION WORK. 35 

must be approved by the department concerned if credit is given. 
In many cases instructors are nominated or recommended by the 
department concerned, but the director of extension may reject in- 
structors so nominated who are in his judgment unsuited for exten- 
sion class teaching. In a very few cases the departments have full 
control of the appointments, but this is exceptional and is found 
only where extension work has in the past been done by individual 
members of the faculty and where a fully developed extension divi- 
sion is not yet found. 

There are three types of instructors engaged in extension class 
work: (1) Those who are already employed in other university 
work, (2) those who give full time to extension teaching, and (3) 
those engaged in work outside the university. 

INSTRUCTORS ENGAGED IN OTHER WORK IN THE INSTITUTION. 

The great bulk of class extension teaching is done by members of 
the university faculty who are also doing resident work. The num- 
ber thus engaged for single institutions ranges from 2 to 107. The 
average number of part-time instructors for the institutions report- 
ing is 29. 

FULL-TIME EXTENSION INSTRUCTORS. 

The total number of instructors who give full time to extension 
work, including correspondence as well as class teaching, is much 
larger, however, than those unfamiliar with this form of educational 
activity usually expect to find. 

The following table shows the numbers thus engaged in 16 in- 
stitutions : 

1. University of California 4 

2. University of Colorado 3 

3. Columbia University 195 

4. Colorado Teachers' College 1 

5. Indiana University 3 

6. University of Iowa 7 

7. Iowa Teachers' College 30 

8. University of Kansas 3 

9. Massachusetts Board of Education 14 

10. University of Michigan 1 

11. University of Minnesota 2 

12. Ohio University 3 

13. University of Oregon 6 

14. University of Pittsburgh 3 

15. University of Utah 1 

16. University of Wisconsin 60 

Total for 16 institutions 346 



36 CLASS EXTENSION WORK. 

PART-TIME INSTRUCTORS EMPLOYED OUTSIDE THE UNIVERSITY. 

Part-time instructors who are engaged in other work outside the 
university are employed by nearly all the extension divisions. These 
instructors include those at points distant from the university, busi- 
ness and professional men especially suited to teach classes in their 
specialties, professional lecturers, instructors from other colleges, 
superintendents and instructors from the public schools^ specialists 
in vocational subjects, in community organization, municipal govern- 
ment, health subjects, superintendents of mines and factories, etc. 

Thirteen extension divisions report that they have tried to over- 
come the handicap of long distances or other obstacles by employing 
local instructors or class leaders. The success of such part-time men 
depends in large part upon the care with which they are selected and 
the methods of supervision and class-extension work practiced by the 
institutions employing them. In general, institutions require that 
for work of a similar character the qualifications must be the same 
as those required of a resident instructor. The Colorado State 
Teachers' College reports that it employs two classes of local instruc- 
tors, the duties and nature of the work in the two cases varying con- 
siderably. 

A person who posseses at least the degree of A. B. or its substantial equiva- 
lent, and has had professional training and experience that would justify his 
appointment as a regular instructor in the college may be appointed an exten- 
sion instructor. He gives the course under the general direction of the college, 
but his relations to his students are about the same as they would be were he 
giving instruction to them within the institution. 

A person who does not possess the above qualifications may be appointed 
a class leader. The class leader keeps the required records of the members in 
his group, leads in the work of the class and otherwise acts as the director of 
the work his group is studying under the direction of the college. The class 
leader is allowed the same credit as other members of his group. He does not 
pay a fee for his course. 

The report on the success of this plan is that — 

Wherever the school superintendent has an educational program and is him- 
self appointed by the college to do a specific piece of instruction for which he 
is well fitted, the " local-instructor " plan has worked well. Extension work is 
not then an extra burden, but lightens the teacher's daily work, because it 
focusses them upon the same matters as are stressed by the superintendent's 
supervisory work. Aside from these cases, however, I personally have not- 
thought well of the local-instructor plan. It is likely to degenerate into mere 
credit seeking and requires much supervision. 

The University of Wyoming, which also uses local leaders, reports 
that — 

The local leader of a center must have had satisfactory collegiate training in 
the subject in winch he is to lead. He is expected to direct the recitations and 
reviews under the supervision of the university and to make detailed reports 
as to number, dates, and length of meetings, as well as to the content of read- 



CLASS EXTENSION WOKK. 37 

ings and reviews. When the group is ready for examination the leader should 
report the fact to the director and help to make arrangements for such exami- 
nation, which, in most cases, should be held under some local school officer. 
Papers are then forwarded to the university to be graded. Credits are granted 
in appropriate amounts for courses satisfactorily completed. 

The results of the plan of engaging local instructors appear to be 
surprisingly good: 

Only m$ division is completely dissatisfied with the attempt, although a 
few qualify their recommendation, generally, with the statement that it de- 
pends on the choice of instructor. One considers local leaders more successful 
than instructors, because they give the work fully outlined by the depart- 
ments. The incidental attention of instructors visiting the class periodically 
is considered unsatisfactory. In one State the work is started by an in- 
structor from the university, who then meets the class every fourth session. 
In another, good local instructors are said to be nearly always available to 
give work equivalent to that of college freshmen. In several other cases, in 
referring to the success of local instructors, the natural distinction is made 
between large and small towns. 1 

There has been considerable discussion among extension directors 
concerning the relative merits of the part-time extension instructor 
and the instructor who devotes full time to the work. While differ- 
ences of preference and practice continue to exist, the concensus of 
opinion seems to be that outside the local administrative centers, 
which must of necessity employ some instructors on full time, both 
resident teaching and extension-class teaching benefit from the double 
experience of the part-time instructor. 

. PAYMENT OF INSTRUCTORS. 

There is wide variation in the methods of paying class-extension 
instructors and in the amounts they receive. The Universities of 
Arizona and South Dakota give instructors no extra compensation 
for their extension work ; they do it as a part of their work as mem- 
bers of the regular facult}'. Unless some provision is made to reduce 
the resident work of instructors failure to provide extra compensa- 
tion seems somewhat unjust and tends to make instructors who have 
no intense missionary spirit resent the additional burden. Under 
these conditions it would seem to be unlikely that extension classes 
would be highly successful. 

In the University of Utah instructors who devote full time to resi- 
dent w^ork are given extra compensation for extension work. But 
the University of Utah believes so thoroughly in the pleasure and 
profit to be derived by resident instructors from contact with ex- 
tension classes and in the improvement of the character of resident 
work resulting from such contact, that the administration has pro- 

1 Quoted from Dr. Schlicher's manuscript report. 



38 CLASS EXTENSION WORK. 

posed to reduce the amount of instruction carried by resident in- 
structors and to require that the time thus gained be devoted to ex- 
tension work without extra compensation. This should be an ex- 
tremely satisfactory arrangement from the standpoint of both in- 
structors and the administration. 

In some cases the instructor is paid entirely upon a fee basis. He 
receives a percentage of the fees paid by students, This makes it 
to the interest of the instructor to hold his classes and to increase the 
number of students in attendance. But it may also tend toward a 
lowering of standards in order to popularize the work. An even more 
important objection to this method is the uncertainty of the instructor 
concerning the amount of remuneration he is to receive for a given 
piece of work. In a few cases this objectionable feature has been 
emphasized by an arrangement whereby the instructor is to be paid 
a percentage of the fees received provided the sum does not exceed 
a certain amount. Of the receipts in excess of this set sum he receives 
no share ; if they fail to amount to so much his compensation will be 
less. In order to do away with this uncertainty some institutions 
guarantee a certain total amount and if fees exceed this amount, pay 
in addition a proportion of the additional fees received. Some guar- 
antee an amount equal to the fees received from a certain number of 
students, but provide that if attendance exceeds a fixed larger num- 
ber the instructor shall receive none of the fees paid by the excess. 
Still others pay class extension instructors according to a scale in 
which their regular salaries, the nature of the course, the attendance 
and frequency of meeting and of the distance traveled or time spent 
in reaching the class may be factors. Resident instructors may be 
paid a flat rate for each meeting with an extension class, or for the 
course, and outside instructors may be engaged for a sum agreed upon 
for a specific piece of work. 

MEETINGS. 

PLACE OF MEETING. 

When extension classes are held in the town in which the institu- 
tion is located it is common for them to meet in the regular class- 
rooms of the buildings of the institution. In large cities like New 
York and Chicago the institution may rent or erect special build- 
ings in convenient parts of the city for the use of these classes. In 
many cases, however, the buildings or rooms of societies and organ- 
izations interested in the work may be placed at the disposal of ex- 
tension classes, and in some cities it is possible to secure the use of 
public-school buildings or rooms in the public library. Extension 
administrative centers often have space sufficient for some of the 



CLASS EXTENSION WORK. 39 

classes. In smaller towns and cities the arrangements for a place of 
meeting must be made by the classes. 

In many States the public-school buildings may be opened, and 
there is close cooperation in this way between the local school au- 
thorities and the institutions offering extension work. Commercial 
clubs. Young Men's Christian Associations, and other organizations 
are often willing to contribute rooms free of charge toward the edu- 
cational development of the community. 

TIME OF MEETINGS. 

The time of meeting in the day and week is also determined in 
large part by local conditions. A large proportion of extension 
classes are held in the evening, not alone because this is the time 
most convenient for those who enter the classes, but because school- 
rooms and other quarters are not being used then and can thus be 
obtained without cost. Many extension classes are held in the late 
afternoon, after regular school work is over, both to make it possible 
to obtain the rooms and to enable teachers and office employees who 
have a period of leisure between the end of the day's work and the 
evening meal to attend classes. Classes which are largely attended 
by teachers are often held on Saturday morning also, and in a few 
cases technical and mechanical courses are given during the Satur- 
day half holiday, now so frequently granted to industrial and busi- 
ness employees. A careful tabulation of the time of meeting of 
several hundred extension classes was made, but no important con- 
clusions could be drawn which are not obvious without such tabula- 
tion. 

The length of the extension-class session and the number of 
times a week classes meet vary little for different types of work. 
When instructors come from a distance it is usual for classes to meet 
once a week for a session of 2 hours or 1 hour and 40 minutes. 
When local instructors are used and other conditions permit, it 
is not unusual to meet twice a week for a one-hour session. Some 
extension workers assert that experience has shown that the interest 
of students in the class is best sustained when the class meets but 
once a week for a two-hour period. The class can not then be so 
easily slipped into a day as a mere incident; each meeting is so 
important that there is less inclination to skip a period than when 
the session is for but one hour. In general the plan of classes meet- 
ing two hours a week seems to be the one most favored, but extension 
classes which are restricted to limited groups with intensely prac- 
tical educational purposes sometimes meet more frequently and for 
longer periods of time. This is true of many laboratory and shop 



40 CLASS EXTENSION WORK, 

classes in which the work is intended for those with such earnest 
purpose that they are willing to give up all their leisure time to 
study and class work. 

LENGTH OF CLASS EXTENSION COURSES. 

In resident work the standard recitation period is one hour, and 
courses usually consist of from two to five such recitation periods 
each week, extending over two semesters or approximately 32 weeks. 
There are also a great number of one-semester courses given. 
Courses in residence which run throughout the year, therefore, con- 
sist of from 64 to 160 resitation periods; courses which run only 
through one semester consist of from 32 to 80 recitation periods. 
As has been noted in the discussion of the length of the class session, 
there seems to be a tendency in extension classes to lengthen the 
period of recitation from one hour to two hours. This is intended 
to reduce the number of times an instructor will need to meet a class 
in order to accomplish the work. Accompanying this tendency to 
lengthen the recitation period is a tendency to reduce the total num- 
ber of recitation periods in a unit course. That is, courses which in 
residence work require a period of 32 weeks to cover are broken into 
two courses requiring 16 weeks with two hours of recitation each 
week. In other words, experience has shown that class-extension 
students prefer to finish up a unit or a course within a comparatively 
short stretch of time. It has been found that when a course which 
extended over 32 weeks with two hours of recitation each week was 
broken into two courses of 16 weeks, requiring two hours of recita- 
tion each week, a larger proportion of the students would finish the 
two shorter courses than would finish the longer course. 

While the length of the term and the number of meetings in a 
course have not been standardized, and there are large exceptions to 
any general statement, an examination of hundreds of courses offered 
in class extension seems to indicate that the course which requires 
from 30 to 32 hours of recitation to complete, compressed within a 
period of from 15 to 16 weeks, is the most successful kind of extension 
class. 

The most important exception to this tendency is found in the 
technical and trade extension classes. As has been noted in dis- 
cussing the number of times a class meets in a week, it is very common 
in extension work of this special kind to meet more frequently than 
once a week. Courses given in residence of a technical and trade 
character have not been modified or broken up into smaller units to 
make them more popular with the students who take this work in 
extension classes. This may be due in part to the character of the 
work, in part to the conservatism of institutions of this kind, but it 



CLASS EXTENSION WORK. 41 

is probable that the continuance of the long course in this kind of 
work is due to the fact that the students who take the work realize 
so keenly the economic importance of the course that they are willing 
to sacrifice more to attendance and study than is the case in subjects 
whose economic return to the students is not so obvious. 

The tendency to maintain in class extension work the long-continu- 
ing residence courses requiring a great number of meetings is found 
in the institutions which have but recently inaugurated class exten- 
sion. There is so little literature on the technique of the special 
problems of class extension that institutions have usually transferred 
bodily to this phase of their work the courses which they had been 
giving in residence. They have found in many cases that even the 
discouragement which the very long course has for those who are 
employed otherwise during the day is not sufficient to reduce the 
number of students below the point where it pays to give the work. 
As the resources of extension become larger, they will doubtless find, 
as other institutions have found, that in order to reach a larger num- 
ber of students it will be expedient to shorten the number of class 
hours required in a unit course. This does not mean that institutions 
have made the courses easier or reduced the amount of work required 
to cover a subject. These remain the same, but the long course is 
broken into smaller units. 

AMOUNT OF CLASS-EXTENSION WORK A STUDENT MAY CARRY 

AT ONE TIME. 

Several institutions have found that when an extension-class 
student is left to his own choice he will be inclined to begin more 
work than it is possible for him to carry successfully. Class-ex- 
tension students in many cases have not had previous experience 
which enables them to estimate exactly the amount of time that 
must be spent in study. The limits which institutions have set upon 
the amount of work which students may take at one time in an 
extension class vary considerably. But the practice of the institu- 
tions which have set limits of this kind, leaving out of consideration 
the institutions offering technical and vocational courses, shows that 
the consensus of opinion is that few class-extension students are able 
regularly to attend classes and to prepare work which requires more 
than four hours of recitation each week. Some institutions even 
limit the work to two hours; a few permit a student to take work 
which requires six hours of recitation. 

BOOKS AND EQUIPMENT. 

In addition to the fees charged for class-extension work, students 
are usually required to buy their own books and stationery and 



42 CLASS EXTENSION WORK. 

other supplies, just as resident students are. In a few cases text- 
books are loaned by the institution giving the course to the students 
who are enrolled, and in a great number of cases the institution 
makes arrangements whereby students may purchase the books from 
the university or college book store. Since extension classes are 
often held in communities where library facilities do not provide 
reference books needed by the student, special arrangements are 
often made to assist the student to secure the necessary books which 
he would find in the college or university library if he were a resi- 
dent student. Some institutions permit class-extension students to 
borrow books from the university library for a considerable period 
of time. Others have provided sets of the most essential reference 
books which are loaned to the extension class for use during the 
period in which the course is given. Still others have made arrange- 
ments whereby the State library commission, or libraries within the 
vicinity of the class, loan to individuals or to the group the books 
which are needed. These systems of loans have made possible the 
formation of extension classes in communities where it would other- 
wise be impossible to do satisfactory class-extension work. 

In addition to the loan of library equipment, some institutions 
have adopted the practice of lending laboratory equipment and 
materials also. The larger investment and the greater chance for 
damage to equipment of this kind have prevented the practice in 
most institutions. Suitable room for the use of much of this equip- 
ment is also lacking in some class-extension centers. The number 
of laboratory and simple shop courses given through class extension 
will doubtless be gradually increased as the resources of institutions 
conducting extension work become large enough to enable them to 
invest in enough equipment to make such loans. It is probable, also, 
if serious study is given to the question of so modifying laboratory 
and shop experiments as to meet the needs of extension classes, that 
the investment required may be made much less than that for resident 
students, without materially modifying the value and effectiveness 
of the laboratory method. 

EXAMINATIONS. 

Examinations of extension classes differ little from the examina- 
tions given to resident classes when the courses are of similar char- 
acter. In a few cases the questions are not made out by the in- 
structor, but are sent to him from the institution by the department 
in which the course falls. In a great many cases the questions are 
prepared by the instructor but must be approved formally by the 
department. The same kind of variation in practice is found in 
regard to the correction of the papers. In some institutions the 



CLASS EXTENSION WOEK. 43 

papers are not corrected by the instructor, but by someone else desig- 
nated by the department. In others, the instructor corrects the 
papers and sends them in with the grade to the department. When 
this is the custom or rule it is possible for the department to reex- 
amine the papers and to modify the instructor's estimate, if it is 
considered desirable. In some cases the instructor examines papers 
and sends in the grades only. Which of these methods is used is in 
large part determined by the rank and source of the instructor. If 
the instructor is a local one, or if his academic training departs 
materially from that required of resident instructors, the freedom 
which is allowed him is usually less and the supervision of his ex- 
aminations more strict. When the extension instructors are also 
residence professors there will be little difference in the method of 
handling examinations from that used in the same instructor's resi- 
dence work. 

A few institutions charge a special examination fee to extension 
classes. This is » usually not large. Five dollars seems to be the 
average. When credit is desired for the work, an examination fee 
or an additional fee sometimes called a " credit fee " is demanded. 
The purpose of these fees is to pay the cost of a special examination 
and to meet part of the expenses of the additional clerical work in- 
volved in making the necessary extension division and university 
records. 

CREDIT FOR CLASS EXTENSION WORK. 

University, college, or normal school credit is in many cases 
granted for work which is similar to- or reproduces resident courses. 
In general the basis of the amount of credit granted is the amount 
given for similar courses in residence. Satisfaction of the same en- 
trance requirements is specified, with a few exceptions in the cases 
of persons who are over 21 years of age and for certain professions. 
These exceptions have been discussed in this bulletin in connection 
with the description of conditions of admission. The same number 
of recitations is required as in residence work, the courses cover the 
same ground, and examinations similar to those given in residence 
are held. Somewhat curiously, however, residence faculties and 
administrations have seemed suspicious of extension classes even 
though resident professors conduct them. There seems to be some 
fear that the standards may in some way be lower. Because of this 
suspicion special precautions have been taken when credit is given 
to insure the maintenance of the standards of the institution. Some 
institutions require a slightly greater number of hours of recitation 
for the same amount of credit, or will give only a fraction, usually 
one-half, of the credit granted for the same work when done in 



44 CLASS EXTENSION WORK. 

residence. In some cases more reading and a greater number of 
written reports are required. Many limit the proportion of the num- 
ber of credits required for a degree which may be gained by class 
extension. The usual proportion when there is such a limitation is 
one-half, although there are institutions in which only one-third of 
the work required for a degree may be done in extension classes. 

Practically all institutions require that at least one year of resi- 
dence work be done by a student, and in the larger number of these 
cases this year must be the last or senior year. In other cases, in 
order to obtain credit for class extension work, institutions require 
that the student make a higher grade in this work than is required 
in residence classes. This grade for extension classes is set as high 
as 80 per cent in some institutions which require only 60 per cent 
from residence students. The device of limiting the number of 
absences permited is applied in extension classes in much the way 
it is applied in the residence work of some institutions. The most 
extreme case of attempting to give credit and at the same time avoid 
giving credit for class extension is that found in Massachusetts. The 
extension commission, which has already been mentioned, has in- 
vented a new degree, the degree of " Associate in Arts," granted by 
Harvard, Eadcliffe, Tufts, and Wellesley for work clone in the exten- 
sion classes conducted by the commission. 

In addition to credit which leads toward a degree, certain credits 
are in many cases granted by State departments of education to- 
ward teacher's certificates or toward satisfying the conditions laid 
down for the promotion and advancement of teachers. Class-exten- 
sion work done through the State Normal School at Milwaukee, Wis., 
for instance, may be counted toward the standing of the teacher in 
satisfying the requirements for a county certificate. Certain exten- 
sion courses given by Rutgers College may be used to satisfy the 
State teacher's certificate requirements. These instances might be 
greatly multiplied. The giving of this kind of credit depends in 
large part upon the law of the particular State in which the courses 
are taken. 

Somewhat unusual, but of the same character, is the credit given 
in the circulation and reference departments of the New York Public 
Library toward the promotion examinations of librarians who satis- 
factorily complete certain class extension courses given by the Col- 
lege of the City of New York. 

CREDIT TOWARD HIGHER DEGREES. 

There is usually no opportunity to do class extension work which 
will count toward satisfying the requirements for the master's de- 
gree, since it is a common regulation of the universities and colleges 



CLASS EXTENSION" WORK. 45 

to require one year's residence work for this degree. The full 
amount of the work which is necessary must, therefore, be taken 
in residence. This is not true, however, in several of our large 
universities and colleges. Columbia University gives courses in 
class extension which may be counted both toward the master's 
degree and toward the doctor's degree. Rutgers College, the Uni- 
versity of Rochester, Syracuse University, and the University of 
Colorado also permit some of the work for a master's degree to be 
taken in extension classes. Syracuse University makes an addi- 
tional requirement that the grade attained by such students must 
be 85 per cent if work is to count toward a higher degree. The 
University of Chicago allows only one-fourth of the required period 
of resident graduate work to be done in university college, and only 
a limited number of majors may thus be applied. In addition, a 
somewhat higher grade is demanded than for campus work. Lehigh 
University requires that certain special arrangements be made and 
extra work done, if the courses are to count toward the master's 
degree. 

TRANSFER OF CREDITS. 

There would seem to be little cause for difficulty in the transfer 
of credits gained through extension classes, from one university to 
another, unless the institution to which the transfer is made is in 
the habit of examining carefully the merits of each of the residence 
courses offered by the institution. If it is the custom of one in- 
stitution to accept the credits of another institution, the decision of 
the latter will in most cases determine whether transfer of credits 
for courses done by extension will be possible. This probably ac- 
counts for the fact that there is so little mention make by universi- 
ties of the transfer of class extension credits. The University of 
Minnesota says that " credit for an amount not exceeding one-fourth 
of the unit hours required for graduation may be given at the 
university to students of such other extension schools or departments 
as may be approved by the advisory committee, provided that such 
credit shall be subject to the same provisions as govern credits in 
the general extension division of the University of Minnesota." 
Probably the purpose of this statement was to control the granting 
of credit for correspondence work rather than for class work. 
Rutgers College, Indiana University, and Chicago University will 
certify class-extension credits to other institutions. For class- 
extension work done by the Western State Normal School full credit 
is given by all the other normal schools of the State and in addition 
by the Teacher's College of Columbia University and the School 
of Education of the University of Illinois. When institutions of this 



46 CLASS EXTENSION WORK 

high character accept class-extension work, it will evidently be per- 
fectly safe for other institutions to do likewise. 

EXTENSION SCHOLARSHIPS. 

Scholarships and prizes for extension students have usually taken 
the form of tuition or payment of some part of the expenses of resi- 
dent work, rather than scholarships admitting to class-extension 
work. In Columbia University a scholarship affords free tuition in 
the graduate course of the schools of mines, engineering, and chem- 
istry to the student who completes a specified course with the highest 
record. 

The University of Cincinnati offers prizes to the four students 
who do the best work. So far very few class-extension scholarships 
of importance have been discovered. This is doubtless clue to the 
lateness of academic recognition of the educational value of class- 
extension work. It is to be hoped that there will be a large develop- 
ment of scholarships and prizes for class-extension students. These 
scholarships should take the form not only of free tuition for resi- 
dence work, but also of free tuition for extension classes. It has been 
suggested that corporation schools and business houses might well 
offer scholarships for extension classes to their own students and em- 
ployees who attain certain rank, This form of encouragement to 
class extension work has been manifest for the most part through the 
employer offering to pay a certain proportion of the fees for class- 
extension work. In some cases the proportion has been determined 
by the record of the student in the extension class. Thus employers 
have sometimes offered to pay one-quarter of the tuition fees of any 
of their employees who would complete a course, or to pay the whole 
fee if the course is completed with a predetermined amount of credit. 

STUDENTS SERVED IN EXTENSION CLASSES. 

As has already been noted, it is difficult to compile statistics con- 
cerning class-extension work. It is hard to tell whether lecture 
courses should in some cases be included, and figures for many insti- 
tutions are not available. In 46 institutions which reported, and 
whose work may in every case be fairly classed under some type of 
class-extension work, there were 91,628 class-extension students in 
1917-18. This is an average of 1,992 for each institution. The num- 
ber, however, varies from the small enrollment of Fairmount College 
to an enrollment of close to 6,000 students in the extension depart- 
ment of Columbia University. Since the class-extension students of 
an institution are not concentrated in one spot in the State, the geo- 
graphic distribution of these students for each State would make an 
interesting study. Class-extension students are distributed in small 



0.51. The application of commercial advertising methods to university exten- 
sion. MaryB. Orvis. 

52. Industrial schools for delinquents, 1917-18. 

53. Educational work of the Young Men's Christian Association, 1916-1918. 

54. The schools of Austria-Hungary. Peter H. Pearson. 

55. Business education in secondary schools. 

56. The administration of correspondence-study departments of universities 

and colleges. Arthur J. Klein. 
5*7. Educational conditions in Japan. Walter A. Montgomery. 

58. Commercial engineering. Glen L. Swiggett. 

59. Some phases of educational progress in Latin America. Walter A. 

Montgomery. 

60. Monthly record of current educational publications, September, 1919. 

61. Public discussion and information service of university extension. 

Walton S. Bittner. 

62. Class extension work in universities and colleges of the United States. 

Arthur J. Klein. 

63. Natural science teaching in Great Britain. / 

64. Library activities, 1916^-1918. John D. Wolcott. 

65. The eyesight of school children. J. H. Berkowitz. 

66. Training teachers of agriculture. 

67. Monthly record of current educational publications, October, 1919. 

68. Financial and building needs of the schools of Lexington, Ky. 

69. Proceedings of the fourth annual meeting of the National Council of 

Primary Education. 

70. Schools and classes for feeble-minded and subnormal children, 1918. 

71. Educational directory, 1919-20. 

72. An abstract of the report on the public school system of Memphis, Tenn. 

73. Nurse training schools, 1918. 

74. The Federal Executive Departments as sources of information for 

libraries. Edith Guerrier. 

75. Monthly record of current educational publications, November, 1919. 

76. Community Americanization. Fred C. Butler. 

77. State Americanization. Fred C. Butler. 

78. Schools' and classes for the blind, 1917-18. 

79. Schools for the deaf, 1917-18. 

80. Teaching English to the foreign born. Henry H. Goldberger. 

81. Statistics of normal schools, 1917-18. L. E. Blanch and H. R. Bonner. 

82. Motion pictures and motion-picture equipment. 

83. Monthly record of educational publications, December, 1919. 

84. The university extension movement. Walton S. Bittner. 

85. Development of agricultural instruction in secondary schools, 

86. Administration and supervision of village schools. 



CLASS EXTENSION WORK. 



47 



isolated classes and in administrative centers. The figures are not 
available for a detailed study showing geographic distribution. The 
accompanying map of Massachusetts, however, is interesting in this 
connection, since it shows that even the most remote parts of the 
State are reached by extension, although the greatest concentration 
naturally occurs about the large cities. 




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O ftj T 1 i - O 

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CONCLUSION. 

The great service which extension classes render, the number and 
character of the students they serve, the existence of well-developed 
organizations to carry them on, the highly trained teachers employed 
in teaching class extension students, the economic and civic value of 
the work done, these things are witnesses to the devotion and the 
patient idealism of the men who have conquered the conservation of 



48 CLASS EXTENSION WORK. 

academic traditions and the handicap of insufficient funds in order 
that they might answer the inarticulate cry of the people for knowl- 
edge. The number of those who have joined the ranks of class ex- 
tension workers has grown large. New men and new institutions 
have been converted to the educational service of grown men and 
women whose duties debar them from residence in educational insti- 
tutions giving the help they need and desire. 

Two problems now demand the thought and efforts of those who 
have learned that only through extension can practical educational 
service be given to mature men and women busied with their every- 
day affairs. The first is the old problem of increasing the service, 
of reaching more people in more places. But this problem is differ- 
ent from the old in that the time has now come when the struggle to 
give a wider service can no longer be conducted by each institution 
without much thought or consideration of its neighboring institu- 
tion. If every town of 5,000 inhabitants in the United States is to be 
offered real class extension service, new machinery must be set up 
and new coordination and division of the work among the institu- 
tions of each State must be worked out. A common organization 
must be evolved and a common program adopted. This is the second 
problem that confronts those to whom the work is more important 
than the preservation of institutional prestige and superiority. The 
whole country can not be properly served until the large university 
recognizes and welcomes the services which the smaller institution 
can render; until the small institution is willing to concede that it 
wastes its own resources and by going outside its own field of special 
usefulness in competition with the large university limits the educa- 
tional help which may be extended to the people. The normal 
schools, the private colleges, professional schools, voluntary associa- 
tions, State and privately endowed universities, must consciously de- 
velop a common purpose and spirit of unity which will be expressed 
in work together. Each must learn to give the service it is best fitted 
to give ; all must learn to help and encourage those whose highest use- 
fulness lies in other fields. In the development of class extension 
which is coming so rapidly the State university may well assume the 
leadership, as it has in the establishment of the service now rendered. 
It stands at the apex of the State-supported educational system. Its 
place in the work of extension will always be unique, and it can 
afford to resign to other educational agencies working with it the 
service which they can perform as well. Small and privately en- 
dowed colleges and universities will profit by recognizing the special 
field of the State-supported institution, and if cooperation takes the 
place of fear and competition their own position will be more as- 
sured and their usefulness greater. 

o 



LIBRARY OF CONGRESS 



029 898 159 2 



